Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
Assessment and Rubric were adapted from Engage NY Module 1 Mid-Module Assessment but edited to fit the means of this assessment. The assessment covers information from Day 1 and day 2 lessons. Name Date 1. Monica says that when the unknown is 4, it makes this number sentence true:
5 + 3 = ___ + 4. Terry says she is wrong. He says 8 makes the number sentence true.
Who is correct? Explain your thinking using pictures, words, or numbers.
Monica says that 3 and 5 is equal to 5 and 3. Terry says she is wrong again. Explain who is correct, using pictures, numbers, or words.
Next, Monica tells Terry 8 = 8. Terry says she is wrong one more time. Explain who is correct, using pictures, numbers, or words.
Lesson 1
A Progression Toward Mastery
1 1.OA.1 1.OA.3 1.OA.5 1.OA.6 1.OA.7 1.OA.8
1 The student cannot explain any of the three scenarios clearly using equations, pictures, or words. The student cannot solve the take apart with addend unknown problem correctly.
2 The student explains one of the three scenarios clearly and thoroughly using equations, pictures, or words. The student solves the take apart with addend unknown problem incorrectly (something other than 3 carrots were in her lunch box).
3 The student explains two of the three scenarios clearly and thoroughly using equations, pictures, and/or words. The student solves the take apart with addend unknown problem correctly and determines that 3 carrots were in her lunch box.
4 The student clearly and thoroughly
§Explains all three scenarios using equations, pictures, and/or words.
§Solves the take apart with addend unknown problem correctly and determines that
28. Assessment and Rubric were adapted from Engage NY Module 1 Mid-Module Assessment but edited to fit the means of this assessment. The assessment covers information from day 2 lessons. Name Date 1. There were 5 boys at Jake’s party. Some more came after basketball practice. Then, there were 9. How many boys came to Jake’s party after basketball practice? a. Draw a picture to help you solve the problem. b. Draw a complete number bond that goes with this story. c. Write an addition sentence to match this story. __
A Progression Toward Mastery
Assessment Task Item
STEP 1
Little evidence of reasoning without a correct answer. (1 Point)
STEP 2
Evidence of some reasoning without a correct answer. (2 Points)
STEP 3
Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points)
STEP 4
Evidence of solid reasoning with a correct answer. (4 Points)
1 1.OA.1 1.OA.5 1.OA.8
The student is unable to represent the problem with pictures or is disorganized with the symbols, digits, and structure and writes an inaccurate number bond and number sentence.
The student draws an incorrect picture with an equation and number bond that may or may not match the incorrect picture.
The student draws and solves the add to with change unknown problem correctly (4 more boys came to the party) but is unable to write an addition equation or number bond to match the problem. OR The student writes an equation and number bond (using 9, 5, and 4) but cannot explain his thinking using pictures to solve the add to with change unknown problem.
The student correctly
§Draws a picture to solve the add to with change unknown problem and determines that
For my lesson I chose to teach my children an Engage NY math lesson adapted from Module 1 lessons 6 &7. Lesson 6 involved teaching student’s about ways to make 8 and I opened the lesson with a Voki Hook video and a YouTube video about the number 8. As we worked together to make combinations of 8 I noticed my students were struggling a little bit so I felt as if they need a little extra support. My students broke into their color, (blue, yellow, and green) and worked in their groups on making parts of 8 with given objects. My blue group made a technology product of a PowerPoint presentation for the entire class to use to practice parts of 8 through word problems and number sentences. I used the PowerPoint presentation as a formative assessment to tell me whether or not my students understood my learning objective for the day. I feel my students met the objective for the day and I was pleased with how well my students were able to identify the parts of 8 as a whole group and broke into small groups to continue working on those parts. Being that students were able to grasp parts of 8 so easily, I decided to teach making parts of 9 in the same way. We began the lesson with videos and then worked together to make parts of 9. One thing we did differently that I wish I would have done the previous day was have them put their whole and parts into a number bond. Doing that gave my students extra practice on where the parts and whole was listed on a number bond. After going through lesson 7 from Engage NY Module 1, students seemed to grasp the objective with ease. We again broke into our groups and my blue group created a PowerPoint presentation while my other students working on a game called “math blast” on their Ipad to become more fluent with parts of 8 and 9. When blue group completed their presentation my students were able to work through the presentation and had time to work each problem before moving on to the next slide. I felt my students did a wonderful job on the summative assessment for both days because they all received either a 3 or 4. My students thoroughly enjoyed being actively involved in their lesson and I believe I will continue to teach the rest of my lessons this way in order to promote understanding.
- Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
- Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
- Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
- Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
- Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
- Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
- Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning.
ED508_Lewis_standardsobjectives.docx
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Math Facts to 8_Blue Group.pptx
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- 793 KB
Making 9_Blue Group.pptx
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- 2 MB
EdPortfolio_Day1_5E Plans_Lewis.docx
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EdPortfolio_Day2_5E Plans_Lewis.docx
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- Technology Proficiency Rubric
- Technology Product Assessment Rubric 1
- Technology Product Assessment Rubric 2
- Day 1 Presentations and Documents Used
- http://www.voki.com/presenter/playPresentation.php?id=4756bbc5aa95fdc648735499381ade30
- https://www.youtube.com/watch?v=Cy7nR6hcpkI
- https://docs.google.com/presentation/d/1VscOQ00YBgxpGNZswXtJ2uxukvH-rxpJBZUtjwJQ9ic/edit#slide=id.p4
Assessment and Rubric were adapted from Engage NY Module 1 Mid-Module Assessment but edited to fit the means of this assessment. The assessment covers information from Day 1 and day 2 lessons.Name Date
1. Monica says that when the unknown is 4, it makes this number sentence true:
5 + 3 = ___ + 4. Terry says she is wrong. He says 8 makes the number sentence true.
- Who is correct? Explain your thinking using pictures, words, or numbers.
- Monica says that 3 and 5 is equal to 5 and 3. Terry says she is wrong again. Explain who is correct, using pictures, numbers, or words.
- Next, Monica tells Terry 8 = 8. Terry says she is wrong one more time. Explain who is correct, using pictures, numbers, or words.
Lesson 11.OA.1 1.OA.3 1.OA.5 1.OA.6 1.OA.7 1.OA.8
The student cannot explain any of the three scenarios clearly using equations, pictures, or words.
The student cannot solve the take apart with addend unknown problem correctly.
The student explains one of the three scenarios clearly and thoroughly using equations, pictures, or words. The student solves the take apart with addend unknown problem incorrectly (something other than 3 carrots were in her lunch box).
The student explains two of the three scenarios clearly and thoroughly using equations, pictures, and/or words.
The student solves the
take apart with addend unknown problem correctly and determines that
3 carrots were in her lunch box.
The student clearly and
thoroughly
- §Explains all three scenarios using equations, pictures, and/or words.
- §Solves the take apart with addend unknown problem correctly and determines that
3 carrots were in her lunch box.24.
https://www.youtube.com/watch?v=u-FVERzap9E
25.
https://www.youtube.com/watch?v=ZoOrRWYtv9c
26.
https://www.youtube.com/watch?v=9lI40GL_YHk
27.
https://docs.google.com/presentation/d/1xrgt8qsl1m5-7kssT8GhLunniWG6sZmYejhUK9qeBrs/edit#slide=id.g14d97a28f9_1_83
28.
Assessment and Rubric were adapted from Engage NY Module 1 Mid-Module Assessment but edited to fit the means of this assessment. The assessment covers information from day 2 lessons.
Name Date
1. There were 5 boys at Jake’s party. Some more came after basketball practice. Then, there were 9. How many boys came to Jake’s party after basketball practice?
a. Draw a picture to help you solve the problem.
b. Draw a complete number bond that goes with this story.
c. Write an addition sentence to match this story.
__
Little evidence of reasoning without a correct answer.
(1 Point)
Evidence of some reasoning without a correct answer.
(2 Points)
Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points)
Evidence of solid reasoning with a correct answer.
(4 Points)
1.OA.1 1.OA.5 1.OA.8
(4 more boys came to the party) but is unable to write an addition equation or number bond to match the problem.
OR
The student writes an equation and number bond (using 9, 5, and 4) but cannot explain his thinking using pictures to solve the add to with change unknown problem.
- §Draws a picture to solve the add to with change unknown problem and determines that
4 more boys came to the party.For my lesson I chose to teach my children an Engage NY math lesson adapted from Module 1 lessons 6 &7. Lesson 6 involved teaching student’s about ways to make 8 and I opened the lesson with a Voki Hook video and a YouTube video about the number 8. As we worked together to make combinations of 8 I noticed my students were struggling a little bit so I felt as if they need a little extra support. My students broke into their color, (blue, yellow, and green) and worked in their groups on making parts of 8 with given objects. My blue group made a technology product of a PowerPoint presentation for the entire class to use to practice parts of 8 through word problems and number sentences. I used the PowerPoint presentation as a formative assessment to tell me whether or not my students understood my learning objective for the day. I feel my students met the objective for the day and I was pleased with how well my students were able to identify the parts of 8 as a whole group and broke into small groups to continue working on those parts.
Being that students were able to grasp parts of 8 so easily, I decided to teach making parts of 9 in the same way. We began the lesson with videos and then worked together to make parts of 9. One thing we did differently that I wish I would have done the previous day was have them put their whole and parts into a number bond. Doing that gave my students extra practice on where the parts and whole was listed on a number bond. After going through lesson 7 from Engage NY Module 1, students seemed to grasp the objective with ease. We again broke into our groups and my blue group created a PowerPoint presentation while my other students working on a game called “math blast” on their Ipad to become more fluent with parts of 8 and 9. When blue group completed their presentation my students were able to work through the presentation and had time to work each problem before moving on to the next slide. I felt my students did a wonderful job on the summative assessment for both days because they all received either a 3 or 4. My students thoroughly enjoyed being actively involved in their lesson and I believe I will continue to teach the rest of my lessons this way in order to promote understanding.